The effectiveness of a short-term interpersonal problem-solving program for aggressive preschool children with low acceptance among peers

Bennett, Donna Michelle (1995) The effectiveness of a short-term interpersonal problem-solving program for aggressive preschool children with low acceptance among peers. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (17MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

The purpose of the present study was to evaluate the effectiveness of a short-term interpersonal problem-solving program for preschool children who are perceived by teachers as aggressive and have low social acceptance among their peers. Thirty-four preschool children identified as rejected (5 females, 11 males) or average (10 females, 8 males) based on ratings of peer acceptance and teacher ratings of behavior in the preschool setting were assigned to either treatment or attention control groups. Results indicated that children in the treatment group demonstrated significant improvement in problem-solving skills following 13 training sessions and gains were maintained at a 4 week follow-up. Children in the treatment group also showed a significant decrease in aggressive behavior at follow-up. Training was not found to be differentially effective for rejected and average children. There were no significant changes in ratings of peer acceptance. The implications of these findings and suggestions for future research are discussed.

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